Cheadle Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils at Cheadle Primary enjoy a culture where they and their families feel understood, valued and included. Positive relationships underpin a caring and nurturing approach. Pupils are safe and well cared for. They attend school regularly because leaders make sure that they and their families realise that education is important. Pupils typically behave well in class and at social times. They notice the positive changes which leaders have made regarding behaviour. Pupils understand and follow the school rules of ‘ready, respectful and safe’. Consequently, pupils say that behaviour is ‘loads better’. Bullying is rare at this school and always addressed effectively when it does take place. Pupils live by the school’s RESPECT values. For example, they display positivity and resilience. Pupils speak confidently about the school’s motto of ‘aspire, believe, achieve’. They explain the importance of these words. For example, they talk about their long- and short-term ambitions such as learning to swim or becoming a vet. Pupils say they need to believe in themselves and be resilient. However, while pupils know it is important to achieve, they are not achieving as well as they could. They enjoy learning in school but, from early years, staff do not deliver the curriculum effectively. This impacts on pupils’ readiness for their next stage of education. That said, pupils with specific barriers to learning typically overcome these well. Pupils gain a wealth of experiences which enhance their education. Well-considered trips and visits engage and deepen pupils’ learning. For example, pupils can explain how a trip to a space museum had enabled them to understand features of planets in the solar system in science. Pupils’ horizons are widened beyond the local area. For example, they discuss global issues such as sustainability as well as the careers available to them outside of the local area.

What the school should improve

• Leaders should ensure that pupils who have not secured the necessary foundational knowledge and skills in English and mathematics, particularly those who are disadvantaged, receive appropriate support to secure and apply this knowledge so that pupils’ achievement improves.
• Leaders should improve staff expertise so that the curriculum is delivered well and pupils learn the intended knowledge.
• Governors should improve their strategic oversight of the school’s improvement work to ensure that pupils learn and achieve well.
• Leaders should make sure that staff in the early years engage in high-quality interactions with children and make the most of opportunities to extend and embed learning so that children are well prepared for Year 1.
• Leaders should continue to support staff so that adaptations to pupils' learning in the wider curriculum are effective.

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